State Testing Requirements for Middle School …...State Testing Requirements for Middle School...
Transcript of State Testing Requirements for Middle School …...State Testing Requirements for Middle School...
State Testing Requirements for Middle School Students
In addition to routine tests and other measures of achievement, students at certain grade levels will take state-
mandated assessments, such as the STAAR, in the following subjects:
6th
Grade: Math & Reading
7th
Grade: Math, Reading, & Writing
8th
Grade: Math, Reading, Science, & Social Studies
Successful performance on the reading and math assessments in grade 8 is required by law, unless the student is
enrolled in a reading or math course intended for students over the student’s current grade level, in order for the
student to be promoted to the next grade level.
STAAR Alternate 2, for students receiving special education services, will be available for eligible students, as
determined by the student’s ARD committee.
Alternative Methods for Earning Credit
CISD students have the opportunity to earn credit beyond enrollment in the traditional classroom setting.
Specific requirements must be met in using the following alternative methods for earning credit.
CREDIT BY EXAMINATION WITHOUT PRIOR INSTRUCTION
CISD students have the option of accelerating coursework without prior instruction and earning course credit by
examination (CBE). Students must follow the district procedures and schedule for taking a CBE and must score
“80” or above to receive credit. The district will offer four testing dates in the calendar year. Students may
choose from one of these dates and must submit a written request to the campus principal. Students in grades 6-
8 must successfully complete CBEs in all four core areas in order to earn promotion. Texas State Board
of Education rules put a cap on the number of times a student may attempt to earn CBE for a course. Students
who are unsuccessful may retest during one additional administration in the same school year; however,
students will not be eligible to take a CBE for a particular course more than two times. If a student fails to earn
credit before the beginning of the school year in which the student would be required to enroll in the course,
then the student would need to complete the course instead of taking a CBE. Courses completed through CBEs
are unweighted.
SUMMER SCHOOL
The purpose of the CISD Summer School Program is credit recovery. Courses taught during summer school
are not eligible for acceleration or for first time enrollment. These courses supplement instruction in courses
that students did not successfully complete during the regular school year. Summer school courses have a
course weight of 1.1.
Honors Courses
What are Honors Courses?
Preparing and motivating middle school and high school students for AP classes and college-level work must
begin before they reach eleventh or twelfth grade. The earlier students acquire analytical thinking and
communication skills, the more likely they are to succeed in academically challenging courses such as AP.
Therefore, CISD offers honors courses beginning with grade 6. Although honors courses are not prerequisites
for AP courses, they are highly recommended.
What background is needed for students to succeed in Honors Courses?
Students must be dedicated to complete a more rigorous course of study. The keys to success are maturity,
motivation, self-discipline, and academic preparation. In the Honors program, students are encouraged to ask
good questions, to acquire deep understandings, to apply comprehensive analytical techniques, and to
construct good written and verbal arguments.
PARENT OVERRIDE
In an effort to place students in appropriate level classes, admission criteria have been established for
honors courses:
6th
Grade Honors Courses
All students must successfully complete a state required readiness assessment. In addition, students must
meet both of the following two requirements.
1. Must have achieved a final course grade of “90” or above in the previous year.
2. Must have met passing standard on the state assessment.
7th
& 8th
Grade Honors Courses
All students must successfully complete a state required readiness assessment. In addition, students must
meet both of the following two requirements.
1. Must have achieved a final course grade of “90” or above in regular courses or “85” or above in Honors
courses in the previous year
2. Must have met passing standard on the state assessment
Accelerated Math Courses
What is the Accelerated Math Program?
Algebra I is the foundation for all high school and college mathematics. In addition, significant portions of both
the ACT and SAT college entrance exams assess the foundational concepts of Algebra. It is our goal to build
the accelerated math curriculum in such a way that students have the foundation to be successful in advanced
math. We have carefully designed the accelerated math curriculum with these goals in mind:
Students will have the foundation they need to be successful in Pre-Advanced Placement (Pre-AP),
Advanced Placement (AP), and dual credit (DC) math courses at the high school level.
Students will master Algebra I knowledge and skills at the required level of rigor to be successful on the
State of Texas End-of-Course Exam.
Course curriculum and instructional strategies will equip students with 21st century knowledge and
skills to pursue a rigorous STEM education at C.H. Yoe High School.
Students will acquire algebraic knowledge and skills essential for success on college entrance exams.
Entrance Requirements for the Accelerated Math Program
Math 6 Accelerated
All students must successfully complete a state required readiness assessment. In addition, students must meet
both of the following two requirements.
1. Must have achieved a final mathematics course grade of “85” or above in 5th grade Math
AND
2. Must have met passing standard on the state assessment
Math 7 Accelerated
All students must successfully complete a state required readiness assessment. In addition, students must meet
both of the following two requirements.
1. Must have achieved a final mathematics course grade of “85” or above in Accelerated Math 6 or a “90”
in Math 6
AND
2. Must have met passing standard on the state assessment
Algebra I and Honors Math 8
All students must successfully complete a state required readiness assessment. In addition, students must meet
both of the following two requirements.
3. Must have achieved a final mathematics course grade of “85” or above in Accelerated Math 7 or a “90”
in Math 7
AND
4. Must have met passing standard on the state assessment
If your child does not meet these requirements, as a parent you may request that admission requirements be
waived for your child by completing the Parent Override Form for Admissions for Honors courses. This form
must be submitted prior to beginning the course.
When you submit the Parent Override Form, you must understand that your child must remain in the course for
the first grading period. A schedule change will not be made until the end of the first six weeks. Schedule
changes will only be made with the approval of the principal, counselor, teacher, and parent. The grade earned
will appear on the report card.
Students who enter a honors class based on a parent override will be placed on academic probation for the first
six week grading period. At the end of the grading period, the student’s performance will be evaluated based
on the maintenance requirements listed below.
MAINTENANCE REQUIREMENTS
To remain in these courses, students must maintain certain academic standards:
A student who earns a 69 or below in a six week grading period will be placed on academic probation.
If a student earns 69 or below in any two six weeks during the first semester, the student will be placed
into the corresponding regular level class. Under extenuating circumstances, the probationary period
may be extended if the teacher, parent, and principal are in consensus.
Students enrolled in these courses should expect high standards and an additional time requirement.
HONOR CODE
The following honor code will be placed in all honors course syllabi:
This class will be conducted under an honor code. All students will be expected to do their own work.
Occasionally, students will be given projects or exams that must be completed outside of class. If a student
breaks this code, the student may be removed from the course.
Student & Parent Responsibilities:
STUDENT: I understand the expectations laid out in this contract and agree to organize my time and effort to
successfully complete my honors course(s). I will notify the teacher immediately if I fall behind in class
readings or assignments.
PARENT: I agree to be familiar with the honors course requirements and to help my son/daughter organize
study time in support of class assignments. I will notify the instructor(s) immediately of any concerns that I
have relating to the honors class or my child’s progress.
Student Signature:
Parent Signature: ____________________________________________
Date: ____________________________________________
Gifted/Talented Program
Gifted students perform at or show the potential for performing at a remarkably high level of accomplishment
when compared to others of the same age, experience, or environment. Cameron ISD gifted students may
receive services through Independent Research, as well as Honors, Pre-AP and AP courses.
Special Education
Special Education Program
Special education and related services are a part of a free, appropriate public education designed to meet the
unique needs of students with disabilities. The mission of special education in CISD is to create a learning
environment through a unified educational system which respects and values all students. The primary focus of
CISD special education programs is first and foremost the provision of services that will ensure each student’s
success.
Special education students are those whose identified disabilities are so limiting as to require the provision of
special services in addition to, or in place of, instruction in the regular classroom. Students with disabilities
have equal access to compensatory, remedial, tutorial, and other appropriate programs available to students
without disabilities. Students are identified and served by special education through the utilization of the child-
centered process and are educated with their peers (as appropriate) who do not have disabilities.
Special education provides all students with disabilities full educational opportunity through the utilization of a
wide range of instructional arrangements and programs. Services are provided to students who are disabled
beginning on their 3rd birthday and who have not reached their 22nd birthday by September 1 of the current
scholastic year. Students who are identified as having a visual or auditory impairment may begin services at
birth.
Instruction is designed to help the student most effectively develop those skills and concepts necessary
for independent functioning. Emphasis is placed upon determining first the academic and affective strengths
and deficits, then prescribing those learning activities which foster the development of those skills and concepts.
Because students differ both in the preferred modality of learning and in levels of functioning, a variety of
methods, materials, and techniques are utilized, with the Admission, Review, and Dismissal Committee
determining which are most beneficial for the individual student's growth in mastery of skills and in acquisition
of compensatory behaviors.
Limited English Proficiency
Students who have been identified as limited English proficient may participate in a special language program
that is an integral part of the total school program. The program emphasizes the mastery of basic English
language skills so that students will be able to participate effectively in the regular school program as soon as
practical.
Dyslexia Program
The Dyslexia Program offers instruction in a small class setting that includes reading, writing, and
spelling as appropriate. The major instructional strategies utilize individualized, intensive, and multisensory
methods. The program emphasizes the mastery of basic English language skills so students will be able to
participate effectively in the regular school program.
Textbooks/Digital Textbooks
Textbooks are state-owned and are issued to students free of charge. Each student is responsible for paying for
lost or damaged books.
Nondiscrimination Policy
The policy of the Cameron Independent School District is to comply fully with the nondiscrimination
provisions of all state and federal laws and regulations by assuring that students are afforded equal access to
regular, vocational, special education programs, and activities without regard to race, religion, color, national
origin, sex, or handicapping conditions as provided in these laws and regulations.
Reading List of Major Literary Selections
CJH English Language Arts
The following novels, plays, poems, films, and non-fiction pieces are the major literary selections taught in the
English Language Arts Department. Assignment of these selections may vary by teacher.
6th
Grade
Where the Red Fern Grows (Wilson Rawls)
Doll House Murders (Betty Ren Wright)
Flipped (Wendelin Van Daraanen)
7th
Grade
The Outsiders (S.E. Hinton)
The Watson’s Go to Birmingham (Christopher Paul Curtis)
The Gift of the Magi (O Henry)
8th
Grade
Speak (Laurie Halse Anderson)
Hatchet (Gary Paulsen)
Locomotion (Jacqueline Woodson)
Night (Elie Wiesel)
Out of the Dust (Karen Hess)
The Diary of Anne Frank (Drama)
101 Great Books Recommended for College-Bound Readers by the College Board
Beowulf The Woman Warrior (Maxine Hong Kingston) Things Fall Apart (Chinua Achebe) To Kill a Mockingbird (Harper Lee) A Death in the Family (James Agee) Babbitt (Sinclair Lewis) Pride and Prejudice (Jane Austen) The Call of the Wild (Jack London) Go Tell It on the Mountain (James Baldwin) The Magic Mountain (Thomas Mann) Waiting for Godot (Samuel Beckett) One Hundred Years of Solitude (Gabriel Garcia Marquez) The Adventures of Augie March (Saul Bellow) Bartleby the Scrivener (Herman Melville) Jane Eyre (Charlotte Bronte) Moby Dick (Herman Melville) Wuthering Heights (Emily Bronte) The Crucible (Arthur Miller) The Stranger (Albert Camus) Beloved (Toni Morrison) Death Comes for the Archbishop (Willa Cather) A Good Man is Hard to Find (Flannery O’Connor) The Canterbury Tales (Geoffrey Chaucer) Long Day’s Journey into Night (Eugene O’Neill) The Cherry Orchard (Anton Chekov) Animal Farm (George Orwell) The Awakening (Kate Chopin) Doctor Zhivago (Boris Pasternak) Heart of Darkness (Joseph Conrad) The Bell Jar (Sylvia Plath) The Last of the Mohicans (James Fenimore Cooper) Selected Tales (Edgar Allan Poe) The Red Badge of Courage (Stephen Crane) Swann’s Way (Marcel Proust) Inferno (Dante) The Crying of Lot 49 (Thomas Pynchon) Don Quixote (Miguel de Cervantes) All Quiet on the Western Front (Erich Maria Remarque) Robinson Crusoe (Daniel Defoe) Cyrano de Bergerac (Edmond Rostand) A Tale of Two Cities (Charles Dickens) Call It Sleep (Henry Roth) Crime and Punishment (Fyodor Dostoyevsky) The Catcher in the Rye (J.D. Salinger) Narrative of the Life of Frederick Douglass (Frederick Douglass) Hamlet (William Shakespeare) An American Tragedy (Theodore Dreiser) Macbeth (William Shakespeare) The Three Musketeers (Alexandre Dumas) A Midsummer Night’s Dream (William Shakespeare) The Mill on the Floss (George Eliot) Romeo and Juliet (William Shakespeare) Invisible Man (Ralph Ellison) Pygmalion (George Bernard Shaw) Selected Essays (Ralph Waldo Emerson) Frankenstein (Mary Shelley) As I Lay Dying (William Faulkner) Ceremony (Leslie Marmon Silko) The Sound and the Fury (William Faulkner) One Day in the Life of Ivan Denisovich (Alexander Solzhenitsyn) Tom Jones (Henry Fielding) Antigone (Sophocles) The Great Gatsby (F. Scott Fitzgerald) Oedipus Rex (Sophocles) Madame Bovary (Gustave Flaubert) The Grapes of Wrath (John Steinbeck) The Good Soldier (Ford Madox Ford) Treasure Island (Robert Louis Stevenson) Faust (Johann Wolfgang von Goethe) Uncle Tom’s Cabin (Harriet Beecher Stowe) Lord of the Flies (William Golding) Gulliver’s Travels (Jonathan Swift) Tess of the D’Urbervilles (Thomas Hardy) Vanity Fair (William Thackeray) The Scarlet Letter (Nathaniel Hawthorne) Walden (Henry David Thoreau) Catch 22 (Joseph Heller) War and Peace (Leo Tolstoy) A Farewell to Arms (Ernest Hemingway) Fathers and Sons (Ivan Turgenev) The Iliad (Homer) The Adventures of Huckleberry Finn (Mark Twain) The Odyssey (Homer) Candide (Voltaire) The Hunchback of Notre Dame (Victor Hugo) Slaughterhouse-Five (Kurt Vonnegut, Jr.) Their Eyes Were Watching God (Nora Neale Hurston) The Color Purple (Alice Walker) Brave New World (Aldous Huxley) The House of Mirth (Edith Wharton) A Doll’s House (Henrik Ibsen) Collected Stories (Eudora Welty) The Portrait of a Lady (Henry James) Leaves of Grass (Walt Whitman) The Turn of the Screw (Henry James) The Picture of Dorian Gray (Oscar Wilde) A Portrait of the Artist as a Young Man (James Joyce) The Glass Menagerie (Tennessee Williams) The Metamorphosis (Franz Kafka) To the Lighthouse (Virginia Woolf)
Native Son (Richard Wright)
6th
Grade Course Descriptions
English Language Arts/Reading
English Language Arts/Reading 6 Grade Placement: 6th
Prerequisite: None
Credit: 1
What’s Next? English Language Arts/Reading 7 or
Honors English Language Arts/Reading 7
Students master previously learned skills in increasingly
complex presentations, reading selections, and written
compositions. Sixth grade students take notes during oral
presentations, organize and summarize spoken messages,
and evaluate their own oral presentations. The students will
read widely in classic and contemporary selections and
informational texts. The students will be able to select and
to use different forms of writing for specific purposes such
as to inform, to persuade, or to entertain. Sixth grade
students will evaluate the purposes and effects of film,
print, and technology presentations.
Honors English Language Arts/Reading 6 Grade Placement: 6th
Prerequisites:
Students must met standards on approved reading
readiness assessment
AND
Have a final average of at least a 90 in 5th grade
English Language Arts/Reading.
Credit: 1
What’s Next? English Language Arts/Reading 7 or
Honors English Language Arts/Reading 7
Students master previously learned skills in increasingly
complex presentations, reading selections, and written
compositions. Sixth grade students take notes during oral
presentations, organize and summarize spoken messages,
and evaluate their own oral presentations. The students will
read widely in classic and contemporary selections and
informational texts. The students will be able to select and
to use different forms of writing for specific purposes such
as to inform, to persuade, or to entertain. Sixth grade
students will evaluate the purposes and effects of film,
print, and technology presentations. In addition to the grade
level requirements, this course prepares intrinsically
motivated, task-oriented, proficient readers and disciplined
writers for success in our Honors Program. Students will
grasp and master grade level curriculum and move beyond
basic concepts through rapid transition from concrete to
abstract conceptual learning.
Mathematics
Math 6
Grade Placement: 6th
Prerequisite: None
Credit: 1
What’s Next? Math 7 or Accelerated Math 7
Students will explore the essential academic elements of
mathematics. In this course, the primary focal points are
ratios and proportions, equations and inequalities, rational
number and integer operations, geometry, measurement,
data analysis, and financial literacy. The students will
build a foundation of basic understandings in number and
quantitative reasoning, patterns, relationships, algebraic
thinking, geometry, measurement, and statistics. Students
also will use problem solving in meaningful context,
language and communication, connections within and
outside mathematics, and formal and informal reasoning
along with technology to develop conceptual
understanding and to solve problems in mathematics.
Accelerated Math 6
Grade Placement: 6th
Prerequisites:
Students must met standards on approved math
readiness assessment
AND
Have a final average of at least a 90 in 5th grade
Math.
Credit: 1
What’s Next? Math 7 or Accelerated Math 7
This is a rigorous, fast-paced and accelerated course that
offers a study of 6th and 7
th grade curriculum and prepares
students to take Algebra I in 8th grade. The primary focal
points are using direct proportional relationships in
numbers, geometry, measurement, and probability;
applying addition, subtraction, multiplication, and division
of decimals, fractions, and integers; and using statistical
measures to describe data.
Students will take STAAR Math 7
Science
Science 6 Grade Placement: 6th
Prerequisite: None
Credit: 1
What’s Next? Science 7
The study of science includes conducting field and
laboratory investigations using scientific methods,
analyzing data, making informed decisions, and using tools
such as beakers, test tubes, and spring scales to collect,
analyze and record information. Students also use
computers and information technology tools to support
scientific investigations. The students will identify
components of the solar system, investigate the rock cycle,
identify sources of water, identify changes in objects when
acted upon by a force, and identify life processes.
Social Studies
Social Studies 6 Grade Placement: 6th
Prerequisite: None
Credit: 1
What’s Next? Texas History
Students study people and places of the contemporary
world. Societies selected for study are chosen from the
following regions of the world: Europe, Russia and the
Eurasian republics, North America, Middle America, South
America, Southwest Asia-North Africa, Sub-Saharan
Africa, South Asia, East Asia, Southeast Asia, Australia,
and the Pacific Realm. Students describe the influence of
individuals and groups on historical and contemporary
events in those societies and identify the locations and
geographic characteristics of selected societies. To
support the teaching of the essential knowledge and
skills, the students will use a variety of rich primary
and secondary source materials such as biographies and
autobiographies, novels, speeches, letters, poetry, songs,
and artwork.
Physical Education Students must complete at least 4 semesters of physical education in grades 6-8.
Physical Education 6 Grade Placement: 6th
Prerequisite: None
Credit: 1
What’s Next? Physical Education or Athletics
Students acquire the knowledge and skills for movement
that provide the foundation for enjoyment, continued social
development through physical activity, and access to a
physically-active lifestyle. The student exhibits a physically
active lifestyle and understands the relationship between
physical activity and health throughout the life span.
Pre-Athletics Boys
Pre-Athletics Girls Grade Placement: 6th
Prerequisite: None
Credit: 1
What’s Next? Physical Education or Athletics
Students will practice basic skills under the
supervision of certified personnel in an intramural
setting. Students will learn the rules and
fundamentals of football (boys), volleyball (girls),
basketball, and track. Cardiovascular exercises and
weight training also will be taught. A physical is not
required.
Fine Arts 2 semesters of a Fine Arts class(es) is required
Band 6 Grade Placement: 6th
Prerequisite: None
Credit: 1
What’s Next? Concert Band
Perception, creative expression/performance, historical and
cultural heritage, and critical evaluation provide broad,
unifying structures for organizing the knowledge and skills
students are expected to acquire. In Beginning Band,
students are introduced to their chosen instruments and
spend their first year on fundamentals in like-instruments
classes. Classes will be offered in brass, clarinet, trumpet,
woodwinds, and percussion/French horns. Performances
will be scheduled periodically throughout the year
including a Christmas concert, spring concert, and a solo
and ensemble contest. Parents of students enrolled in this
course will be contacted by the band director for an
appointment to decide which instrument will be played. A
rental-purchase plan is available to obtain instruments;
however, the school does provide some instruments.
Art I Grade Placement: 6-8
Prerequisite: None
Credit: .5
By analyzing artistic styles and historic periods students
develop respect for the traditions and contributions of
diverse cultures. Students respond to and analyze
artworks, thus contributing to the development of Lifelong
skills of making informed judgments and evaluations. The
curriculum will include a review of the elements and
principles of art, with use of varied media being explored.
A foundation of art criticism and art history will be studied.
Procedures concerning banner design and banner printing
will be covered. Drawing and other art foundations will
also be emphasized.
Choir Grade Placement: 6-8
Prerequisite: None
Credit: .5
Beginning Choir is a course designed to introduce students
to the technical activities and studies needed for individual
and group vocal production. Vocal techniques, vocal
development, sight-reading, music terminology, and the
development of musical self-expression are emphasized.
Electives
STAAR Reading Academy 6
In these academies, students will have the opportunity to strengthen skills in foundation courses. Students will develop and use skills to deepen conceptual understanding. These courses are geared to accelerate the student’s current level of performance.
STAAR Math Academy 6
In these academies, students will have the opportunity to strengthen skills in foundation courses. Students will develop and use skills to deepen conceptual understanding. These courses are geared to accelerate the student’s current level of performance.
7th
Grade Course Descriptions
English Language Arts/Reading
English Language Arts/Reading 7 Grade Placement: 7th
Prerequisite: English Language Arts/Reading 6
Credit: 1
What’s Next? English Language Arts/Reading 8 or
Honors English Language Arts/Reading 8
Students refine and master previously learned knowledge and skills in increasingly complex presentations and reading selections. Students evaluate a spoken message in terms of its content, credibility and delivery and continue to read widely in classic and contemporary selections and informational texts. Students edit their writing based on their knowledge of grammar and usage, spelling, punctuation, and other conventions of written language. Students produce final, error-free pieces of written composition on a regular basis.
Honors English Language Arts/Reading 7 Grade Placement: 7th
Prerequisites:
Students must met standards on approved reading
readiness assessment
AND
Have a final average of at least a 90 in 6th grade
English Language Arts/Reading or an 85 in Honors
English Language Arts/Reading.
Credit: 1
What’s Next? English Language Arts/Reading 8 or
Honors English Language Arts/Reading 8
Students refine and master previously learned knowledge and skills in increasingly complex presentations and reading selections. Students evaluate a spoken message in terms of its content, credibility and delivery and continue to read widely in classic and contemporary selections and informational texts. Students edit their writing based on their knowledge of grammar and usage, spelling, punctuation, and other conventions of written language. Students produce final, error-free pieces of written composition on a regular basis. This course is designed to meet the needs of seventh grade students with well-developed language and reading skills. While it emphasizes the basics of language, composition, and literature, it also affords the student the opportunity to do wider reading and to develop upper level thinking, reading and writing skills.
Mathematics
Math 7
Grade Placement: 7th
Prerequisite: Math 6
Credit: 1
What’s Next? Math 8, Honors Math 8
Students will explore the essential academic elements of mathematics. In this course, students will focus on proportional relationships, expressions and equations, probability and statistics, data analysis, and financial literacy. The students will continue to build a foundation in number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; measurement; and probability and statistics. Seventh grade students will use technology along with other mathematical tools such as manipulative materials to develop conceptual understanding and solve problems as they do mathematics.
Accelerated Math 7
Grade Placement: 7th
Prerequisites: Students must met standards on approved math
readiness assessment
AND
Have a final average of at least a 90 in 6th grade
Math or an 85 in Accelerated Math 6. Credit: 1
What’s Next? Honors Math 8 or Algebra I
This is a rigorous, fast-paced and accelerated course that offers a study of 7th and 8th grade curriculum and prepares students to take Algebra I in 8th grade. The primary focal points for 7th grade accelerated Mathematics are using relationships in numbers, geometry, measurement, and probability; applying addition, subtraction, multiplication, and division of decimals, fractions, and integers; using statistical measures to describe data; using basic principles of algebra to analyze and represent both proportional and non-proportional linear relationships and using probability to describe data and make predictions. Students will take STAAR Math 8
Science
Science 7 Grade Placement: 7th
Prerequisite: Science 6
Credit: 1
What’s Next? Science 8
Students will conduct field and laboratory investigations using scientific methods, critical thinking, and problem solving. They will use tools such as weather instruments and calculators to collect and to analyze information in explaining a phenomenon. Students also use computers and information technology tools to support scientific investigations.
Social Studies
Texas History 7 Grade Placement: 7th
Prerequisite: Social Studies 6
Credit: 1
What’s Next? U.S. History 8
Students study the history of Texas from early times to the present. Students examine the full scope of Texas history, including the cultures of Native Americans living in Texas prior to European exploration and the eras of mission-building, colonization, revolution, republic and statehood. The focus in each era is on key individuals, events, and issues and their impact. Students identify regions of Texas and the distribution of population within and among the regions and explain the factors that caused Texas to change from an agrarian to an urban society. The students describe the structure and functions of municipal, county, and state governments, explain the influence of the U.S. Constitution on the Texas Constitution, and examine the rights and responsibilities of Texas citizens.
Physical Education Students must complete at least 4 semesters of physical education in grades 6-8.
Physical Education 7/8 Grade Placement: 7
th – 8th
Prerequisite: None
Credit: 1
Students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibits a physically active lifestyle and understands the relationship between physical activity and health throughout the life span.
Boys Athletics 7
Girls Athletics 7 Grade Placement: 7
th
Prerequisite: None
Credit: 1
Students will engage in team competition with students from other schools. Boys will compete in the areas of football, basketball, and track; girls will compete in volleyball, basketball, and track. A physical is required. Passing grades of 70 or above in all classes must be maintained.
Aerobic Running Grade Placement:7
th/ 8
th
Prerequisite: None
Credit: 1
Aerobic running is a form of cardiovascular
conditioning/discussion topics including weather-related
conditions, proper running mechanics, and types of training
and benefits of cardiovascular conditioning. Students
participate in races in the fall and in track in the spring.
Electives Concert Band Grade Placement: 7
th
Prerequisite: Band 6
Credit: 1
What’s Next? Symphonic Band
Perception, creative expression/performance, historical and cultural heritage, and critical evaluation provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Seventh grade band performs at selected home football games, pep rallies, concerts, and competitions.
Choir Grade Placement: 6-8
Prerequisite: None
Credit: .5
Beginning Choir is a course designed to introduce students
to the technical activities and studies needed for individual
and group vocal production. Vocal techniques, vocal
development, sight-reading, music terminology, and the
development of musical self-expression are emphasized.
Journalism
Grade Placement: 7th
/8th
Prerequisite: None
Credit: .5
What’s Next?
Students write and edit school publications, including the yearbook. Production will involve photography, layout and design, and extensive writing.
Teen Leadership
Grade Placement: 7th
/8th
Prerequisite: None
Credit: .5
What’s Next?
Students learn to take responsibility, to express themselves, and to handle problems and decisions when they arise. Students also learn to recognize and resist peer pressure, to set personal and professional goals, and to become better family members and citizens. The course builds personal responsibility and leadership skills through role playing, group activities, speeches, and projects.
Leading Through Character
Grade Placement: 7th
/8th
Prerequisite: None
Credit: .5
What’s Next?
Promotes key leadership skills while emphasizing positive character traits, such as honesty, integrity, compassion, and courage. Students evaluate the lives and works of key historical and present day individuals who serve as positive role models. Students also analyze ethical dilemmas and discuss personal choices that lead to positive solutions to problems.
Introduction to Culinary Arts
Grade Placement: 7th
/8th
Prerequisite: None
Credit: .5
What’s Next?
An introduction to the fundamentals and principles of the art of cooking and the science of baking and includes management and production skills and techniques.
Introduction to Horticulture
Grade Placement: 7th
Prerequisite: None
Credit: .5
What’s Next? AG 101/102
An understanding of common horticultural management
practices as they relate to food and ornamental plant
production.
Introduction to Woodworking
Grade Placement: 7th
Prerequisite: None
Credit: .5
What’s Next? AG 101/102
An introduction to the fundamentals and principles of tools and technologies using wood materials in an agricultural shop class.
Introduction to Welding
Grade Placement: 7th
Prerequisite: None
Credit: .5
What’s Next? AG 101/102
An introduction to the fundamentals of equipment used in welding, including welding and cutting safety and basic welding and cutting.
Introduction to Ag Mechanics
Grade Placement: 7th
Prerequisite: None
Credit: .5
What’s Next? AG 101/102
This course is designed as an introduction to the understanding of agricultural mechanics as it relates to safety and skills in tool operation, electrical wiring, plumbing, carpentry, fencing, concrete, and metal working techniques.
3D Design
Grade Placement: 7th
/8th
Prerequisite: None
Credit: .5
What’s Next?
This course provides students the opportunity to create and manipulate computer graphics, work with multimedia, take on the role of a designer, and uses 3D solid modeling software to design and present ideas, and learn how to effectively use presentation software to communicate your ideas. While doing fun and engaging activities, you will also explore the skills needed for college and career readiness, learn about the labor market and develop skills for success in the workplace.
Introduction to Game Programming and Design
Grade Placement: 7th
/8th
Prerequisite: None
Credit: .5
What’s Next?
This course will foster student creativity and innovation by
presenting students with opportunities to design,
implement, and present meaningful programs through a
variety of media. Students will collaborate with one
another, their instructor, and various electronic
communities to solve gaming problems. By acquiring
programming knowledge and skills that support the work
of individuals and groups in solving problems, students
will select the technology appropriate for the task,
synthesize knowledge, create solutions, and evaluate the
results.
Concepts of Engineering and Technology
Grade Placement: 7th
/8th
Prerequisite: None
Credit: .5
What’s Next?
This course provides an overview of the various fields of
science, technology, engineering, and mathematics and
their interrelationships. Students will use a variety of
computer hardware and software applications to complete
assignments and projects. Upon completing this course,
students will have an understanding of the various fields
and will be able to make informed decisions regarding a
coherent sequence of subsequent courses. Further, students
will have worked on a design team to develop a product or
system.
Digital Art and Animation
Grade Placement: 7th
/8th
Prerequisite: None
Credit: .5
What’s Next?
This course consists of computer images and animations
created with digital imaging software. The course has
applications in many careers, including graphic design,
advertising, web design, animation, corporate
communications, illustration, character development, script
writing, storyboarding, directing, producing, inking,
project management, editing, and the magazine, television,
film, and game industries. Students in this course will
produce various real-world projects and animations.
Digital Video and Audio Design
Grade Placement: 7th
/8th
Prerequisite: None
Credit: .5
What’s Next?
Students will apply academic knowledge and skills in audio
and video projects. Students will examine problem-solving
methods and will employ critical-thinking and interpersonal
skills independently and in teams. Students also will apply
information technology applications and professional
communication strategies while demonstrating an
understanding of pre-production and post-production
processes. The course will emphasize ethical decision
making and compliance with laws regarding the use of
technology in audio and video production.
Art I Grade Placement: 6-8
Prerequisite: None
Credit: .5
What’s Next? Art II
By analyzing artistic styles and historic periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of Lifelong skills of making informed judgments and evaluations. The curriculum will include a review of the elements and principles of art, with use of varied media being explored. A foundation of art criticism and art history will be studied. Procedures concerning banner design and banner printing will be covered. Drawing and other art foundations will also be emphasized.
Art II
Grade Placement: 7th
/8th
Prerequisite: None
Credit: .5
What’s Next?
Students will further explore the elements of art and principles of design, as presented in Art I. Students will be encouraged and expected to display a higher degree of initiative and creativity in the production of all work, regardless of chosen medium, whether it be ceramics, painting, drawing, cartooning, or computer art. Students may, at times, complete independent projects with a teacher- approved goal in mind.
STAAR Reading Academy 7
STAAR Reading Academy 8
In these academies, students will have the opportunity to strengthen skills in foundation courses. Students will develop and use skills to deepen conceptual understanding. These courses are geared to accelerate the student’s current level of performance.
STAAR Math Academy 7
STAAR Math Academy 8 In these academies, students will have the opportunity to strengthen skills in foundation courses. Students will develop and use skills to deepen conceptual understanding. These courses are geared to accelerate the student’s current level of performance.
8th
Grade Course Descriptions
English Language Arts/Reading
English Language Arts/Reading 8 Grade Placement: 8th
Prerequisite: English Language Arts/Reading 7
Credit: 1
What’s Next? English I or Honors English I
Students refine and master previously learned
knowledge and skills in increasingly complex
presentations, reading selections, and writing. The
students will read widely in classic and contemporary
selections and informational texts and will identify
characteristics of various literary forms. Students will
produce multi-paragraph compositions with varied
sentence structure. Eighth grade students present oral
and written reports, including presentations
strengthened by visuals and media.
Honors English Language Arts/Reading 8 Grade Placement: 8th
Prerequisites:
Students must met standards on approved reading
readiness assessment
AND
Have a final average of at least a 90 in 7th grade
English Language Arts/Reading or an 85 in Honors
English Language Arts/Reading.
Credit: 1
What’s Next? English I or Honors English I
Honors Language Arts in 8th
grade is designed for the
student who expects to demonstrate higher level
thinking skills. The course provides an opportunity for
students to develop strong analytical thinking and
writing skills necessary for success in the AP program.
The course involves the study of themes in literature
and literary terms. Various types of literature, such as
poetry, drama, short stories, nonfiction and novels will
be used as springboards for the writing of literary
analysis. Students will be expected to do independent
reading to prepare themselves for specific writing
projects. Students also will focus on the analysis of
language and literature and will develop critical
reading skills. Students will then apply those analysis
skills in their writing.
Mathematics
Math 8
Grade Placement: 8th
Prerequisite: Math 7
Credit: 1
What’s Next? Algebra I
Math 8 is an in-depth study of introductory concepts
necessary before taking Algebra I. Concepts of
proportionality, expressions, equations, mathematical
relationships, foundations of functions, geometry,
measurement, data analysis, and personal finance are
explored.
Honors Math 8
Grade Placement: 8th
Prerequisites: Students must met standards on approved math
readiness assessment
AND
Have a final average of at least a 90 in 7th grade
Math or an 85 in Accelerated Math 7. Credit: 1
What’s Next? Algebra I
Honors Math 8 is designed to stimulate and challenge
students with a higher level of mathematical
reasoning. The course will provide students with the
opportunity to cover the same content as Math 8 but
with an accelerated pace, more extensions, more
depth, and more complexity.
Will they take STAAR8 again, if took in 7th
grade?(Not to put in guide)
Algebra I
Grade Placement: 8th
Prerequisites: Students must met standards on approved math
readiness assessment
AND
Have a final average of at least a 90 in 7th grade
Math or an 85 in Accelerated Math 7. Credit: 1
What’s Next? Geometry
Algebra I is considered the entry course for studying
the higher mathematics strand, which will include
Geometry, Algebra II, Pre-Calculus, and Calculus. In
this advanced and rigorous course, students will
explore
real-life application of mathematic concepts,
including functional relationships, linear functions,
quadratic and non-linear functions, patterns, algebraic
thinking and reasoning, measurement, and
probability/statistics. The curriculum and the
instructional strategies will facilitate critical
thinking and problem solving skills.
Cooperative learning, project-based learning, and
inquiry-based learning will be common practices in
this challenging course.
Students enrolled in this course will take Algebra I EOC.
Science
Science 8 Grade Placement: 8th
Prerequisite: Science 7
Credit: 1
What’s Next? IPC, Biology, or Honors Biology
The study of science includes planning and
conducting field and laboratory investigations using
scientific methods, analyzing data, critical thinking,
scientific problem solving, and using tools such as
telescopes to collect and analyze information.
Students also use computers and information
technology tools to support scientific investigations.
The students will identify the roles of both human
activities and natural events in altering Earth systems.
They will examine information on the periodic table,
predict outcomes from different genetic combinations,
and explore the extinction of some species.
Social Studies
U.S. History 8 Grade Placement: 8th
Prerequisite: Texas History
Credit: 1
What’s Next? World Geography, Honors World
Geography, or World History
Students will study the history of the United States
from the early colonial period through Reconstruction.
Historical content focuses on the political, economic,
and social events and issues related to the colonial and
revolutionary eras, the creation and ratification of the
U.S. Constitution, challenges of the early Republic,
westward expansion, sectionalism, the Civil War, and
Reconstruction. Students describe the physical
characteristics of the United States and their impact on
population distribution and settlement patterns in the
past and present. The students will analyze the various
economic factors that influenced the development of
the early years of the Republic and will examine
American beliefs and principles.
Physical Education Students must complete at least 4 semesters of physical education in grades 6-8.
Physical Education 7/8 Grade Placement: 7
th – 8th
Prerequisite: None
Credit: 1
Students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibits a physically active lifestyle and understands the relationship between physical activity and health throughout the life span.
Boys Athletics 8
Girls Athletics 8 Grade Placement: 8
th
Prerequisite: None
Credit: 1
Students will engage in team competition with students from other schools. Boys will compete in the areas of football, basketball, and track; girls will compete in volleyball, basketball, and track. A physical is required. Passing grades of 70 or above in all classes must be maintained.
Aerobic Running Grade Placement:7
th/ 8
th
Prerequisite: None
Credit: 1
Aerobic running is a form of cardiovascular
conditioning/discussion topics including weather-related
conditions, proper running mechanics, and types of training
and benefits of cardiovascular conditioning. Students
participate in races in the fall and in track in the spring.
Electives Symphonic Band Grade Placement: 8
th
Prerequisite: Concert Band
Credit: 1
What’s Next? YHS Band
Perception, creative expression/performance, historical and cultural heritage, and critical evaluation provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Eighth grade band performs at selected home football games, pep rallies, concerts, and competitions.
Choir Grade Placement: 6-8
Prerequisite: None
Credit: .5
Beginning Choir is a course designed to introduce students
to the technical activities and studies needed for individual
and group vocal production. Vocal techniques, vocal
development, sight-reading, music terminology, and the
development of musical self-expression are emphasized.
Journalism
Grade Placement: 7th
/8th
Prerequisite: None
Credit: .5
Students write and edit school publications, including the yearbook. Production will involve photography, layout and design, and extensive writing.
Teen Leadership
Grade Placement: 7th
/8th
Prerequisite: None
Credit: .5
What’s Next?
Students learn to take responsibility, to express themselves, and to handle problems and decisions when they arise. Students also learn to recognize and resist peer pressure, to set personal and professional goals, and to become better family members and citizens. The course builds personal responsibility and leadership skills through role playing, group activities, speeches, and projects.
Leading Through Character
Grade Placement: 7th
/8th
Prerequisite: None
Credit: .5
What’s Next?
Promotes key leadership skills while emphasizing positive character traits, such as honesty, integrity, compassion, and courage. Students evaluate the lives and works of key historical and present day individuals who serve as positive role models. Students also analyze ethical dilemmas and discuss personal choices that lead to positive solutions to problems.
Health and Wellness
Grade Placement: 8th
Prerequisite: None
Credit: .5
What’s Next?
Health develops a general knowledge of how the body
functions. By understanding the different functions,
students can explore what activities make the body stronger
or weaker. With this knowledge, students can begin
developing healthy habits that can be used throughout their
lives. *Note: This course is offered for high school credit.
Introduction to Culinary Arts
Grade Placement: 7th
/8th
Prerequisite: None
Credit: .5
What’s Next?
An introduction to the fundamentals and principles of the art of cooking and the science of baking and includes management and production skills and techniques.
AG 101/102
Grade Placement: 8th
Prerequisite: None
Credit: .5
What’s Next? High School Ag Classes
This course allows students to develop knowledge and
skills regarding career opportunities, personal
development, globalization, industry standard, details,
practices, and experiences in agriculture. It will allow
students to begin their FFA careers.
Note: Students in 8th
grade must be enrolled in this
course to participate in FFA
3D Design
Grade Placement: 7th
/8th
Prerequisite: None
Credit: .5
What’s Next?
This course provides students the opportunity to create and manipulate computer graphics, work with multimedia, take on the role of a designer, and uses 3D solid modeling software to design and present ideas, and learn how to effectively use presentation software to communicate your ideas. While doing fun and engaging activities, you will also explore the skills needed for college and career readiness, learn about the labor market and develop skills for success in the workplace.
Introduction to Game Programming and Design
Grade Placement: 7th
/8th
Prerequisite: None
Credit: .5
What’s Next?
This course will foster student creativity and innovation by
presenting students with opportunities to design,
implement, and present meaningful programs through a
variety of media. Students will collaborate with one
another, their instructor, and various electronic
communities to solve gaming problems. By acquiring
programming knowledge and skills that support the work
of individuals and groups in solving problems, students
will select the technology appropriate for the task,
synthesize knowledge, create solutions, and evaluate the
results.
Concepts of Engineering and Technology
Grade Placement: 7th
/8th
Prerequisite: None
Credit: .5
What’s Next?
This course provides an overview of the various fields of
science, technology, engineering, and mathematics and
their interrelationships. Students will use a variety of
computer hardware and software applications to complete
assignments and projects. Upon completing this course,
students will have an understanding of the various fields
and will be able to make informed decisions regarding a
coherent sequence of subsequent courses. Further, students
will have worked on a design team to develop a product or
system.
Digital Art and Animation
Grade Placement: 7th
/8th
Prerequisite: None
Credit: .5
What’s Next?
This course consists of computer images and animations
created with digital imaging software. The course has
applications in many careers, including graphic design,
advertising, web design, animation, corporate
communications, illustration, character development, script
writing, storyboarding, directing, producing, inking,
project management, editing, and the magazine, television,
film, and game industries. Students in this course will
produce various real-world projects and animations.
Digital Video and Audio Design
Grade Placement: 7th
/8th
Prerequisite: None
Credit: .5
What’s Next?
Students will apply academic knowledge and skills in audio
and video projects. Students will examine problem-solving
methods and will employ critical-thinking and interpersonal
skills independently and in teams. Students also will apply
information technology applications and professional
communication strategies while demonstrating an
understanding of pre-production and post-production
processes. The course will emphasize ethical decision
making and compliance with laws regarding the use of
technology in audio and video production.
Art I Grade Placement: 6-8
Prerequisite: None
Credit: .5
What’s Next? Art II
By analyzing artistic styles and historic periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of Lifelong skills of making informed judgments and evaluations. The curriculum will include a review of the elements and principles of art, with use of varied media being explored. A foundation of art criticism and art history will be studied. Procedures concerning banner design and banner printing will be covered. Drawing and other art foundations will also be emphasized.
Art II
Grade Placement: 7th
/8th
Prerequisite: None
Credit: .5
What’s Next?
Students will further explore the elements of art and principles of design, as presented in Art I. Students will be encouraged and expected to display a higher degree of initiative and creativity in the production of all work, regardless of chosen medium, whether it be ceramics, painting, drawing, cartooning, or computer art. Students may, at times, complete independent projects with a teacher- approved goal in mind.
STAAR Reading Academy 7
STAAR Reading Academy 8 In these academies, students will have the opportunity to strengthen skills in foundation courses. Students will develop and use skills to deepen conceptual understanding. These courses are geared to accelerate the student’s current level of performance.
STAAR Math Academy 7
STAAR Math Academy 8 In these academies, students will have the opportunity to strengthen skills in foundation courses. Students will develop and use skills to deepen conceptual understanding. These courses are geared to accelerate the student’s current level of performance.